Structural Learning (Volume 2)
Structural Learning (Volume 2)

Author: Joseph M. Scandura

Publisher: Routledge

Published: 2017-09-13

Total Pages: 340

ISBN-13: 1351839403

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Originally published in 1976, this title is an edited volume and reflects the major approaches being taken in structural learning at the time. Chapter 1 deals with the basic question of whether competence (knowledge) should be characterized in terms of rules (automata), on the one hand, or associations on the other. The bulk of Chapter 2 is devoted to a series of earlier experiments on rule learning by the editor and his associates. The two contributions in Chapter 3 deal with graph theoretical models. Piagetian models constitute the subject of Chapter 4. Chapter 5 deals with attempts to stimulate human behaviour with a computer. Chapter 6 ranges over a wide variety of competence models, with particular reference to logic and mathematics. In Chapter 7 the editor proposes a new theory of structural learning, together with some empirical results.

Structural Learning (Volume 1)
Structural Learning (Volume 1)

Author: Joseph M. Scandura

Publisher: Routledge

Published: 2017-09-13

Total Pages: 309

ISBN-13: 1351815334

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Originally published in 1973, this book was published in two volumes. In the first volume, the author describes what he sees as the rudiments of three deterministic partial theories of structural learning. The first involves competence, partial theories which deal only with the problem of how to account for the various kinds of behavior of which people are typically capable. Special attention is given to mathematical competence. Nothing is said about learning or performance. The second partial theory is concerned with motivation, learning, and performance under idealized conditions, and is obtained from the first partial theory by imposing further structure on it. This theory says nothing about memory of the limited capacity of human subjects to process information. ... The final theory is obtained from the second by making additional assumptions, which bring memory and finite information processing into the picture. The theory is still partial, however, since no attempt is made to deal with certain ultra-short-term behavioral phenomena which appear to depend directly on particular physiological characteristics.

Evaluating the Quality of Learning
Evaluating the Quality of Learning

Author: John B. Biggs

Publisher: Academic Press

Published: 2014-05-10

Total Pages: 262

ISBN-13: 1483273318

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Educational Psychology Series: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) focuses on the approaches, methodologies, and techniques employed in the valuation of the quality of learning. The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history. The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions. The publication is a vital source of data for educators interested in the SOLO taxonomy.

Bringing Math Students Into the Formative Assessment Equation
Bringing Math Students Into the Formative Assessment Equation

Author: Susan Janssen Creighton

Publisher: Corwin Press

Published: 2015-01-21

Total Pages: 222

ISBN-13: 1483385965

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Make formative assessment work for you—and your math students! Finally, formative assessment that adds up! Bringing Math Students Into the Formative Assessment Equation is the ultimate resource for helping teachers implement formative assessment in the middle school mathematics classroom. And it’s much more than that. With this research-based, teacher-tested guide, you won’t just learn effective teaching strategies—you’ll turn your students into self-regulated learners. They’ll monitor and assess their own progress—and communicate to you about it! Features include: A clear and manageable six-aspect instructional model Detailed strategies for helping students own their successes Real-life examples from middle school mathematics teachers Useful resources and a companion website to help you implement formative assessment in your classroom Formative assessment isn’t just for teachers anymore. With the help of this essential resource, you’ll work together with your students toward a common goal of math success. "This book is outstanding. I would recommend it to any math educator. The depth of research integrated into practice is extensive and, as a result, it is the most practical book I have come across related to formative assessment and mathematics The self-regulation aspects, as well as the ownership and involvement emphasized in the book, went beyond the traditional cognitive strategies endorsed in most books." Marc Simmons, Principal Ilwaco Middle School, Ocean Beach School District, Long Beach, WA "The ideas in this book are brought to life with examples of teachers and students in the classroom. The teacher voices, comments, and quotes lend credibility and are a big component of the book’s strengths as well as the visuals and graphics." Rita Tellez, Math Coordinator Ysleta Independent School District, El Paso, TX

Organic Chemistry Workbook Series: Volume 1: Representations of Chemical Structures
Organic Chemistry Workbook Series: Volume 1: Representations of Chemical Structures

Author: Glenn Sammis

Publisher: ORCA Workbooks Publishing

Published: 2021-01-03

Total Pages: 86

ISBN-13: 1777203600

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Confused about Lewis bond representation of organic molecules? The octet rule got you down? This workbook, written by two award-winning instructors at the University of British Columbia, has been used to help organic chemistry students for years. Using a step-by-step approach, suitable to be used in conjunction with any textbook, this workbook helps students learn critical concepts at their own pace. It is suitable for any introductory-level organic student who wants to understand the smart approach to building correct structures and understanding reactivity.

Creative Model Construction in Scientists and Students
Creative Model Construction in Scientists and Students

Author: John Clement

Publisher: Springer Science & Business Media

Published: 2008-06-10

Total Pages: 608

ISBN-13: 1402067127

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How do scientists use analogies and other processes to break away from old theories and generate new ones? This book documents such methods through the analysis of video tapes of scientifically trained experts thinking aloud while working on unfamiliar problems. Some aspects of creative scientific thinking are difficult to explain, such as the power of analogies, and the enigmatic ability to learn from thought experiments. This book is a window on that world.

Structural Health Monitoring
Structural Health Monitoring

Author: Charles R. Farrar

Publisher: John Wiley & Sons

Published: 2012-11-19

Total Pages: 735

ISBN-13: 1118443217

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Written by global leaders and pioneers in the field, this book is a must-have read for researchers, practicing engineers and university faculty working in SHM. Structural Health Monitoring: A Machine Learning Perspective is the first comprehensive book on the general problem of structural health monitoring. The authors, renowned experts in the field, consider structural health monitoring in a new manner by casting the problem in the context of a machine learning/statistical pattern recognition paradigm, first explaining the paradigm in general terms then explaining the process in detail with further insight provided via numerical and experimental studies of laboratory test specimens and in-situ structures. This paradigm provides a comprehensive framework for developing SHM solutions. Structural Health Monitoring: A Machine Learning Perspective makes extensive use of the authors’ detailed surveys of the technical literature, the experience they have gained from teaching numerous courses on this subject, and the results of performing numerous analytical and experimental structural health monitoring studies. Considers structural health monitoring in a new manner by casting the problem in the context of a machine learning/statistical pattern recognition paradigm Emphasises an integrated approach to the development of structural health monitoring solutions by coupling the measurement hardware portion of the problem directly with the data interrogation algorithms Benefits from extensive use of the authors’ detailed surveys of 800 papers in the technical literature and the experience they have gained from teaching numerous short courses on this subject.

Critical Issues in Early Childhood Teacher Education
Critical Issues in Early Childhood Teacher Education

Author: Miranda Lin

Publisher: IAP

Published: 2020-06-01

Total Pages: 218

ISBN-13: 164113724X

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In recent years there have been significant changes in education across the globe, largely as a result of changing demographics, technological developments, and increased globalization. Relatedly, the changing needs of societies and families, along with new research findings, provide new directions in early childhood education. Consequently, early childhood teachers today are faced with higher and more complex expectations to help ensure that their students achieve their full potential. Such expectations suggest that early childhood teachers should be professionals who are able to draw on a robust knowledge base in making educational decisions. It follows that teacher education programs should develop and implement innovative programs that can potentially enhance the quality of our future teachers. An awareness of pressing issues in the field of early childhood teacher education led the editors to develop this volume. The chapters in these two volumes bring together scholars from across the US and the globe who are interested in improving the quality of early childhood teacher education. The chapters present their experiences, perspectives, and lessons learned as they addressed some of the challenging issues concerning the education and preparation of future early childhood teachers. The various issues and perspectives from different states in the US or countries across the globe provide insights into current issues and dilemmas facing the field. The contributions of these scholars should inform the discourse on early childhood teacher education and help those who work with preservice teachers improve the quality of their work.